MartinsvilleEIWP

Moodle “Power of Words” Threaded Discussion Activity

CONTEXT AND RATIONALE:

“[I]t is increasingly important to be able to convey content in a tight, logical, direct manner, particularly in a fast-paced technological environment” (2004 report from the National Commission on Writing qtd. in Because Writing Matters).
Much of our communication today is text based (online forums, texting, status updating/tweeting, emailing, etc.), so we need to realize our audience and purpose of writing.
Students can see documented process and results of discourse through online threaded discussion.
All students participate in online threaded discussion, unlike most classroom discussions.
Students typically have more time to reflect on their thoughts before contributing to an asynchronous online discussion than in a traditional classroom discussion.
“As the Labrador stated in the course introduction video, words can empower us. Our ability to speak and write articulately can lead to more desirable (and higher-paying) careers, more respect from our colleagues and employers, and more credibility in our rationale.” –taken directly from lesson in discussion board

LEARNING GOALS:

Write a first-draft paragraph detailing a frozen moment in time using multiple senses through examples of imagery.
Use “netiquette” in critical responses to peers.

MATERIALS:

Each student needs a computer with Internet access.

PREPARATION:

Activate student accounts in Moodle, test to ensure student access before lesson day
Download video, create model and threaded discussion
Introduce lesson with activities and discussions regarding Netiquette and respect
Introduce lesson with practice in online threaded discussion boards

ACTIVITIES:

Watch the Power of Words video and discuss its purpose and effect.
Give students prompt:

In this discussion board, students will practice using vivid word choice and sentence structure to create an image; in addition, they will practice Netiquette by responding respectfully and constructively to a peer:

This assignment should be done in two steps (2 separate postings):

1. Respond to this prompt: Consider a specific intense moment in your life. Now "freeze" that moment, and in a short paragraph (~5-8 sentences) describe it in a way that your peers can experience the same moment through your words. Focus on the moment's imagery to help you convey the intensity of the moment: the way it looked, sounded, felt, tasted, smelled....

2. Respond to at least one peer's posting (choose a student whose paragraph has not yet been responded to). Offer at least one specific valuable positive aspect of your peer's descriptive paragraph. Also, offer at least one valuable piece of constructive criticism. Are there gaps in the description of the image? What keeps you from experiencing this frozen moment that the author has described? Are there any words or phrases that you think would improve the paragraph?

*Remember that your words will determine how your peer reacts to your advice, so use discernment in your commentary. Keep in mind that the original post is an unpolished draft.

Read example of effective descriptive paragraph and example of response.
Allow students 10-15 minutes to write paragraph and reassess to determine whether more time is needed.
Have students post response to peer as required in instructions. Remind them to respond to at least one person whose posting has not yet been responded to and to use Netiquette with positive and constructive feedback.

ASSESSMENT:

Assessment for this activity is observational only. Teachers will monitor the threaded discussions for detail content and critical insight in peer responses and guide students to improve their writing skills through their posts.

REFERENCES:
Chiles, David. Network Etiquette. Web. 2 Mar. 2011 <http://www.networketiquette.net/>.
Jester, Judith M. “Remaining Seated: Lessons Learned by Writing.” Voices from the Middle 11.2 (2003): 39-41. Print.
National Writing Project and Carl Nagin. Because Writing Matters: Improving Student Writing in Our Schools. Print. San Francisco: Jossey-Bass-Wiley, 2006.

ADAPTATIONS AND EXTENSIONS:

Continue in threaded discussion with revisions and editing beyond just one prompt response and one peer response. Include revisions and edits in the discussion board until descriptive paragraph shows improvement to student’s (and teacher’s?) satisfaction.
Require posts or peer responses to include figurative language in their descriptive paragraphs.
Include reflective journal after threaded discussion.
Adaptable for different subject areas:

Examples:

Art: Using all five senses, describe this painting/sculpture.
Math: Describe in detail an event in the past day/week/month when math/algebra/geometry has been useful to you.
Science: Describe the texture, appearance, and scent of a tree at your house. The peers in the threaded discussion would then ask questions in a threaded discussion format to figure out what type of tree is being described.
History: Describe the Civil War from the viewpoint of a soldier (Confederate or Union)
Band: Tell the story of the music/instruments.

COMMON CORE STANDARDS MET:
Reading Standards for Literature:

RL3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

RL6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Reading Standards for Informational Text:

RI1. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
RI4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RI5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

RI6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Writing Standards:

Text Types and Purposes:

W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Technology:

W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)

W6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Range of Writing:

W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.